Project Research Report

Title of Report:
Lack of Interest : The Role of Teacher is as a Character Builder Student

By:

S/o ________________
Roll No. BN666077

Submitted in Partial fulfillment of the requirements for B.Ed (1.5 Years) program in the
Teacher Education at Department of Early Child Hood Education and Elementary
Teacher Education.

Faculty of Education

Allama Iqbal Open University, Islamabad

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 Faculty of Education
Allama Iqbal Open University, Islamabad

APPROVAL FORM

The research project attached here to, titled lack of Interest of The Role of Teacher is as a

Character Builder Student. Reposed and submitted by Mr. Sadam Hussain S/o

_______________ Roll No. BO645711, Registration # _________________ in partial

fulfillment of the requirement for the degree of B.Ed (1.5 years) Teacher Education is hereby

accepted.

Supervisor: _________________________________

Name: _________________________________

Evaluator: _________________________________

Name: _________________________________

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Dated: _________________________________

DECLARATION

I Sadam Hussain S/o ______________ Roll No. BO645711, Registration # ________________

a student of B.Ed (1.5 years) Program Teacher at Allama Iqbal Open University do solemnly

declare that the research project entitled The Role of Teacher is as a Character Builder

Student. Submitted by the me in partial fulfillment of B.Ed (1.5 Years) Program is my original

work and has not been submitted or published earlier. I also solemnly declare that it shall not, be

submitting by me for obtaining any other degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found I my thesis at any stage even after the

award of a degree. The award if a degree the work may be cancelled and the degree revoked.

Dated: ___________ Signature of Candidate: ________________

Name of Candidate: ___________________

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 DECLARATION

This research mainly focuses on The Role of Teacher is as a Character Builder Student in

Which we can develop progress. Data is gathered from students Respondents from morning

students and headmasters were taken randomly. This study focuses the main area which needs

improvements. According to this research we found that there is need of improvement in all the

particulars . This study also point out that there is great neeed of taking some actions regarding

the subject to improve overall interest of students so that students can easily take, get and

complete their knowledge in subject. This wholly affects on students interest in subject in future.

Research also suests different aspects for improvement and making work this thing will be

highly beneficial for students in future of schools students; this will have to complete with

different of the provinces as well.

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 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION…………………………………………………….. [1]

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 CHAPTER -I

INTRODUCTION

The role of teacher is very important because the main aim of the teacher is the character

building of the students through academics. Teachers have to activate the minds as well as the

body of our students.

Teachers can be rightly called a nation builder because it is through their perseverance, love

and navigation towards the right path that great men have built our nation. It is our dear

teachers who build our character and personality, which leads us towards our final career

destination. A society turns to teachers to build itself and set its future generations up for

success so as to lead society in a positive way. In light of the recently commemorated

Teachers’ Day on October 5, I would like to highlight the significance of teachers in our own

country, which could use a lot of guidance in the way of betterment.

Teachers are sometimes considered the second parents of a student. A teacher leads a child to

gain knowledge and explore his or her natural or innate interests and abilities. An ideal teacher

is a great motivator who encourages a student to generate a zealous hope to approach and

achieve a student’s career goals and aspirations. A teacher also imparts lessons in ethics and

morals and serves as an important role model for children. With these teacher qualities kept in

mind, new teachers should also be trained to work with these aspects in mind. Finally, teachers

must be appreciated and respected as they perhaps play the most important part in imparting

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civic education to students and young adults and must be provided better facilities and

incentives to continue doing so for the development of our nation.

The importance of character education is gaining momentum among politicians and educators.

Over a dozen states have mandated character education and hundreds of schools have

incorporated it into their programming (e.g., L.A. Times, 2003). Moreover, in the last several

years three top education periodicals (Educational Leadership, Phi Delta Kappan, Journal of

Teacher Education) have stressed the importance of character, ethics, and spirituality in

education. Yet, for all the increased interest in implementing character education among school

districts, state legislatures and academic researchers (CASEL Connections, 2005), it is a striking

fact that few teacher education programs are intentionally and deliberately preparing preservice

teachers for the task (Schwartz, in press).

The relative neglect of moral character education in the formal preservice teacher curriculum has

at least two proximal causes. The first is the daunting surfeit of training objectives that already

crowd the academic curriculum of teaching majors. When faced with the reality of finite credit

hours available for teacher education, along with the demands of NCATE accreditation and state

licensing requirements, many teacher educators assume that the preservice curriculum leaves

little room for training in moral character education. The second cause is the puzzling

phenomena whereby stakeholders---parents and school boards---expect schools to address the

character of students, but nobody wants to be caught teaching values. The allergic fear of moral

education is that one should be asked “whose values?” are being taught.

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Yet values are embedded inextricably in school and classroom life (Campbell, 2003; Hansen,

1993; Fenstermacher, 1990; Tom, 1984). Teachers implicitly impart values when they select and

exclude topics; when they insist on correct answers; when they encourage students to seek the

truth of the matter; when they establish classroom routines, form groups, enforce discipline,

encourage excellence. Teachers mold certain forms of social life within classrooms, and

influence students’ experience of community and school membership. Moral values saturate the

daily life of classrooms (Bryk, 1988; Goodlad, 1992; Hansen, 1993; Strike, 1996). Character

formation is intrinsic to classrooms and schools and an inescapable part of the teacher’s craft

(Campbell, 2005; Hansen, 1993; Jackson, Boostrom & Hansen, 1993; Lapsley & Narvaez,

2006).

The dilemma that faces teacher educators, then, is whether it is acceptable to allow character

education to remain part of a school’s hidden curriculum, or whether advocacy for the value

commitments immanent to education and teaching should be transparent, intentional, and public.

Our sympathy is with the latter option, but how do teacher educators equip preservice teachers

with the skills to take up their task as moral educators? What would training for character and

ethical development look like?

Two alternative approaches are presented here. The first approach views character education as

immanent to best practice instruction. This approach argues that there is little need for

specialized instruction in ethics or in the design of distinctly moral education curriculum.

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Rather, character development is an outcome of effective teaching. It is a precipitate of best

practice instruction. Hence, in order to be assured that the moral formation of students will be in

good hands the teacher educator need only ensure that pre-service teachers are prepared to be

outstanding teachers.

The second view is that best practice teaching is necessary but not sufficient for effective moral

formation of pupils. Perhaps at some point in the halcyon past it was sufficient, but in the present

cultural milieu children are reared increasingly in toxic environments that pose special

challenges for their moral and social development (Garbarino, 2004; Quart, 2003). As a result

teachers are called upon to offer a counterweight to the malformative elements permeating

children’s lives, a responsibility that calls for a more intentional and deliberate approach. This

intentional strategy is committed to the view that students flourish in classroom communities,

and that children are best equipped to take on the challenges of development when they master

the skill sets required for responsible membership in a democratic society (Guttman, 1987).

Moral Character Formation

Effective teaching for moral character aligns with best practice instruction for academic

achievement. The knowledge base that supports best practice instruction is coterminous with

what is known to influence the moral formation of students. Making explicit this linkage should

be a clear goal for teacher education. Preservice teachers should consider not only how

instructional practice influences academic learning but also how it shapes student character

development. As we will see, schooling and teacher practices that promote achievement overlap

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with practices that support student prosocial development (Sebring, 1996). Effective teaching

promotes both moral and academic excellence (Solomon, Watson & Battistich, 2001). Here we

will focus on two domains where best practice instruction pays dividends for moral character

education: the importance of both socio-emotional skill development and caring classrooms and

schools.

Caring School Community. Character formation begins with a caring relationship, first in the

home and then at school. A caring relationship forms the bridge from adult to child through

which mutual influence can take place (Greenspan & Shanker, 2005). A child who is cared for

will likely care for others and engage as a citizen in the moral life of the community. The quality

of early teacher-student relationships can have a strong influence on academic and social

outcomes that persist through eighth grade (Hamre & Pianta, 2001). In a study of middle-school

students Wentzel (2002) showed that teaching styles that conform to dimensions of effective

parenting were a significant predictor of students’ academic goals, interest-in-school and mastery

learning orientation (even after controlling for demographic factors, like gender and race, and

students’ control beliefs). In particular, teachers who had high expectations tended to have

students who earned better grades but also pursued prosocial goals, took responsibility and

showed a commitment to mastery learning. Conversely, teachers who were harshly critical and

perceived to be unfair had students who did not act responsibly with respect to classroom rules

and academic goals.

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Caring schools and classrooms provide multiple benefits for students. Caring school climates

encourage social and emotional bonding and promote positive interpersonal experiences,

providing the minimum necessary grounding for the formation of character (Schaps, Battistich,

& Solomon, 1997). Moreover, in schools where there is a strong perception of communal

organization there is less student misconduct (Bryk & Driscoll, 1988) and lower rates of drug use

and delinquency (Battistich & Hom, 1997). Student attachment or bonding to school improves

school motivation (Goodenow, 1993) and counterindicates delinquency (Welsh, Greene, &

Jenkins, 1999) and victimization of teachers and students (Gottfredson & Gottfredson, 1985).

Schools characterized by a strong sense of community report decreased discipline problems, less

drug use, delinquency and bullying, but also higher attendance, and improvements in academic

performance (see Lapsley & Narvaez, 2006, for a review). Research by the Developmental

Studies Center provides compelling evidence that the sense of classroom and school community

is positively related to self-reported concern for others, conflict resolution skills, altruistic

behavior, intrinsic prosocial motivation and trust in and respect for others (Battistich, Solomon,

Watson & Schaps, 1997; Schaps, Battistich & Solomon, 1997). In sum, caring classroom

environments are associated with greater academic achievement and prosocial behavior (Zins,

Weissberg, Wang, & Walberg, 2004).

We noted earlier that effective teachers have the qualities of good parents. Indeed, teachers with

positive attitudes about students are more likely to foster student achievement and ethical

behavior (Haberman, 1999). Such teachers adopt the attitude that they will do all they can to help

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students meet basic needs, such as autonomy, belonging and competence (Deci and Ryan, 1985),

sense of purpose, understanding and trust (Fiske, 2004). When basic needs are unmet the focus

on learning can be supplanted by misbehavior and disengagement. The way to best meet these

needs is in a group setting which provides “a focus for identification and commitment”

(Battistich et al, 1997, p. 138) and in which students can “participate actively in a cohesive,

caring group with a shared purpose; that is, a community” (p. 138). As Watson (2003) points out,

teachers can learn to pay attention to student needs throughout the day and coach difficult

students on how best to meet their needs. Again, the result is more academically-focused and

achieving students as well as prosocial classrooms (Wahlberg, Zins & Weissberg, 2004).

Building a caring classroom community takes some skill on the part of the teacher. According to

Solomon et al. (2002), caring school and classroom communities have the following

characteristics. First, the teacher models respectful behavior and is warm, accepting, and

supportive of students. Second, students have influence on important classroom decisions.

Specifically, students have the autonomy to make important choices in the classroom related to

their own self-development and participate in activities like rule-making. Third, students have

opportunities to interact, collaborate, and discuss important issues with one another. Fourth,

students practice social skills and have opportunities to help others.

In summary, teachers need content knowledge about the links between caring classrooms,

achievement and prosocial character. Teachers need the pedagogical skills to pull it off; and they

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need the disposition to be committed to providing caring climates as a teaching practice. A

second best practice is described: social and emotional skill development.

Social and Emotional Skills. Social and emotional skills are crucial to school success. Recent

research suggests that emotional intelligence has more bearing on life and school outcomes than

academic intelligence (Zins et al., 2004). As Goleman (2004, p. viii) put it, “Social and

emotional learning programs pave the way for better academic learning. They teach children

social and emotional skills that are intimately linked with cognitive development.” Social and

emotional skills facilitate everyday life, affecting relationships and school achievement—skills

in communication, conflict resolution, decision making and cooperation (Catalano, Haggerty,

Oesterle, Fleming, & Hawkins, 2004). A substantial literature shows that programs that address

social and emotional competencies are effective in preventing problem behaviors (Durlak &

Wells, 1997; Wilson, Gottfredson, & Najaka, 2001), including drug use (Tobler et al., 2000), and

violence (Greenberg & Kusche, 1998; Greenberg, Kusche, Cook, & Quamma, 1995). Social and

emotional learning is also a strong predictor of academic outcomes (Elias et al., 2003; Shriver &

Weissberg, 2005). One study demonstrated, for example, that the best predictor of eighth-grade

academic achievement was not third-grade academic achievement but indices of social

competence (Caprara, Barbanelli, Pastorelli, Bandura, & Zimbardo, 2000).

Implications. Given the tight connection between best practice instruction for academic expertise

and for moral development, teachers are unwittingly engaged in character education when they

structure lessons and organize classrooms in ways that optimally support student learning. The

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implication for teacher education is straightforward: adopt a best-practice approach to instruction

for character education. Preservice reflective practice could address the pedagogical strategies

that are correlated with student academic achievement, making apparent their implications for

moral character education. Moreover teacher educators can help preservice teachers appreciate

how and where moral values permeate classrooms and schools, and help them understand, too,

that hiding values under the blanket of instructional best practice does not relieve them of their

moral duty as educators or evade the fundamentally moral purpose of education.

The first option does not require significant revision of the standard teacher education

curriculum. It requires no specialized curriculum, no tool box of specialized instructional

strategies. It requires only reflective intentionality about the dual implications of best practice

instruction—that it advances the cause of both academic achievement and moral character

formation. The second view agrees that instructional best practice is necessary, but that it is not

sufficient to equip student with the skills necessary to negotiate the demands of modern life.

There is no guarantee that students will experience positive moral formation outside of school,

let alone experience guidance broad or explicit enough to prepare them to be morally competent

adults. For example, in poor urban neighborhoods, there are often few positive role models

(Jargowsky & Sawhill, 2006) and young people receive very little coaching for moral

citizenship. The task of preparing morally adept individuals requires, according to this view, a

more intentional programmatic instructional focus (Lapsley & Narvaez, 2006). The framework

presented here addresses specifically the issue of what and how to teach for positive character

formation.1

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Integrative Ethical Education. The Integrative Ethical Education (IEE) model blends several key

findings from empirical science to provide a step-by-step framework for cultivating moral

character (Narvaez, 2006; in press). The steps may be taken one by one or all at once. Within a

context saturated with high expectations for behavior and achievement, educators deliberatively

build the following within the classroom and school:

Step 1: Foster a supportive climate for moral behavior and high achievement.

Step 2: Cultivate ethical skills.

Step 3: Use an apprenticeship approach to instruction (novice-to-expert guided practice).

Step 4: Nurture self-regulation skills

Step 5: Build support structures with the community

The first step has been described as best practice above under Caring School Community, and so

will not be addressed further. The second and third steps, discussed together, are rooted in an

expansion of Rest’s Four Component Model (Narvaez & Rest, 1995; Rest 1983) and expertise

development. The Four Component Model describes the psychological skills or processes that a

person uses in order to complete a moral behavior: ethical sensitivity, ethical judgment, ethical

focus, and ethical action. Ethical sensitivity refers to perceiving the moral issue cognitively and

emotionally, identifying courses of action, affected parties and reactions. Ethical judgment

entails applying a code of ethics to make a decision about the most moral choice. Ethical focus

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involves prioritizing the moral choice, and ethical action is the ability and strength to carry

through on the ethical choice.

Current understanding of knowledge acquisition adopts the novice-to-expert learning paradigm

(Bransford, Brown & Cocking, 1999). Sternberg (1998) contends that abilities are developing

expertise. According to this approach, individuals build their knowledge over time during the

course of experiences related to a particular knowledge domain, thereby increasing in expertise.

Experts have large, rich, organized networks of concepts (schemas) containing a great deal of

declarative, procedural and conditional knowledge about the domain. Experts are more efficient

at solving problems in the domain, monitoring their progress, and deriving workable solutions.

In turn moral experts apply skills and demonstrate holistic orientations in one or more of the

processes outlined in the Four Component Model. Experts in Ethical Sensitivity are better at

quickly and accurately ‘reading’ a moral situation and determining what role they might play.

They take others’ perspectives and control personal bias in an effort to be morally responsive to

others. Experts in Ethical Judgment have many tools for solving complex moral problems. They

reason about duty and consequences, responsibility and religious codes. Experts in Ethical Focus

cultivate moral self-regulation that leads them to prioritize ethical goals. They foster an ethical

identity that leads them to align the self with moral commitments. Experts in Ethical Action

know how to keep their “eye on the prize,” enabling them to stay on task and take the necessary

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steps to get the ethical job done. Thus, moral character entails skills and attitudes that can be

honed to high levels of expertise.

A key task of character education, then, is to cultivate component skills to higher levels of

expertise. Each of the four components is a “toolkit” of subskills. Table 1 lists the skills that

were identified over the course of the Minnesota Community Voices and Character Education

Project, a federally-funded collaborative project conducted with middle school educators

(Anderson, Narvaez, Bock, Endicott and Lies, 2003; Narvaez, Bock & Endicott, 2003; Narvaez

Bock, Endicott & Lies, 2004). These skills were identified as those that could be incorporated

into standards-driven instruction, as well as other aspects of schooling such as

homeroom/advisory and school-wide projects. Moreover, participating educators used a novice-

to-expert approach in developing student skills.

Teaching for expertise involves both direct instruction through role modeling, expert

demonstration and thinking aloud (Sternberg, 1998), focusing attention on ethical aspects of

situations, and expressing the importance of ethical behavior. It also requires indirect instruction

through immersion in environments where skills and procedures can be practiced extensively

(Hogarth, 2000). Based on current research (e.g., Marshall, 1999), the Minnesota Community

Voices and Character Education project identified four levels of instruction, to be selected

according to student level of understanding. In Level 1: Immersion in Examples and

Opportunities, the student sees prototypes of the behavior to be learned and begins to attend to

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the big picture and recognize basic patterns. The teacher plunges students into multiple, engaging

activities. Students learn to recognize broad patterns in the domain (identification knowledge).

They develop gradual awareness and recognition of elements in the domain. In Level 2: Attention

to Facts and Skills, the student learns to focus on detail and prototypical examples, building a

knowledge base. The teacher focuses the student’s attention on the elemental concepts in the

domain in order to build elaboration knowledge. Skills are gradually acquired through

motivated, focused attention. In Level 3: Practice Procedures, the student learns to set goals,

plan steps of problem solving, and practice skills. The teacher coaches the student and allows the

student to try out many skills and ideas throughout the domain to build an understanding of how

these relate and how best to solve problems in the domain (planning knowledge). Skills are

developed through practice and exploration. In Level 4: Integrate Knowledge and Procedures,

the student executes plans and solves problems. The student finds numerous mentors and/or

seeks out information to continue building concepts and skills. There is a gradual systematic

integration and application of skills across many situations. The student learns how to take the

steps in solving complex domain problems (execution knowledge). This set of novice-to-expert

levels leads students to the fifth step, self-regulation..

The fourth step in the IEE model is self-regulation. Learners must learn to use their skills

independently. Individuals can be coached not only in skills and expertise but in domain-specific

self-efficacy and self-regulation (Zimmerman, Bonner, & Kovach, 2002). The most successful

students learn to monitor the effectiveness of the strategies they use to solve problems and, when

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necessary, alter their strategies for success (Anderson, 1989). According to Zimmerman (2000),

self-regulation is acquired in stages; these resemble the processes of scaffolded learning in the

zone of proximal development. First, through observation the child vicariously induces the skill

by watching a model. Second, the child imitates the model with assistance. Third, the child

independently displays the skill under structured conditions. Finally, the child is able to use the

skill across changing situations and demands.

Teachers should understand their roles as facilitators of student self-development. Good learners

have good self-regulatory skills for learning (Zimmerman, 1998). Teachers have a chance to help

students develop the attitudes and skills necessary for the journey towards expertise. This is true

for moral character as well. As in any domain, skills must be practiced to be developed. Teachers

must be oriented to providing good practice opportunities for students. For example, if students

don’t get practice helping others, they are less likely to do it when the occasion arises (Youniss

& Yates, 1997). With adult coaching each student can monitor ethical skill development and

hone a particular set of expert skills. Once developed, virtues must be maintained through the

selection of appropriate friends and environments (Aristotle, 1988). Virtuous individuals are

autonomous enough to monitor their behavior and choices.

A developmental systems approach (Lerner, Dowling & Anderson, 2003) can serve as the broad

conceptual framework for step five. The desire to strengthen connections among home, school

and community is supported by ecological perspectives on human development. There are

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adaptational advantages for children whose developmental ecology is characterized by a richly

connected mesosytem (Bronfenbrenner, 1979). The work of the Search Institute on the

developmental assets is one instantiation of this general approach (Scales & Leffert, 1999;

Benson, Scales, Leffert, & Roehlkepartain, 1999). Developmental assets are those features of a

developmental system that promote positive outcomes. External assets refer to the positive

developmental experiences that result from the network of relationships that youth have with

adults in family, school and community. Internal assets refer to endogenous skills, dispositions

and interests that emerge over the course of education and development. Benson (Benson,

Scales, Leffert & Blythe,1998) reported dramatic differences in the percentage of youth with

low (0-10) and high (31-40) assets who engage in risk behavior. Benson et al. (1998) also

reported a strong connection between asset levels and thriving factors. Although youth from at-

risk backgrounds benefit more from asset-building approaches, wealthy neighborhoods are often

lacking in many asset-building features. Educators should work hand in hand with parents and

community leaders to ensure that asset and ethical skill building occurs across every context in

which students participate.

Finally, all five steps of the IEE model should occur in a setting where the educators have high

expectations for behavior and achievement; this is especially key for disadvantaged students who

do not achieve under caring and supportive conditions alone (Zins et al, 2004). The five steps

work together in concert to bring about the greatest change for achievement and character.

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In summary, the IEE framework provides a functional view of what steps a teacher can take in

deliberately fostering moral character. First, teacher educators point out the importance of

establishing a respectful and caring relationship with students, helping preservice teachers

understand and practice different ways to do this. This is accompanied by helping preservice

teachers learn how to establish a supportive classroom climate, important for achievement and

ethical character development. Second, teacher educators help their students identify the ethical

skills that support academic and social success, guiding them in ways these can be taught during

the school day in academic and non-academic lessons. Third, preservice teachers learn how to

cultivate expertise in students not only in their discipline, but also for an ethical social life.

Fourth, in subject matter and in social life, preservice teachers develop techniques to help their

students foster self-regulation and self-efficacy. Fifth, as part of their professional dispositions

educators can learn to work with a developmental systems approach in mind, linking to parents

and community members for maximal positive development of students. Thus, IEE provides

teacher educators with a potential “unit plan” for equipping preservice education majors with the

skills necessary to take on their moral education responsibilities with intentional transparency.

1.1 Background of the Study

Discipline is a rudimentary ingredient that plays a crucial role in school

system, which insists on upholding the moral values of students. It comprises a

wide spectrum of meaning, well from the negative or positive perspective. However, it is

humans immune to always focus on the negative smell and that would be considered a

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popular issue if it involves an individual or a group that claims an intimate

relationship within a society.

The subject teachers are the front- line workers in the delivery of good quality

discipline service. They maintain a close and frequent contact with their students and hence

should have a good knowledge of their students’ character, strengths and weaknesses. In schools

which adopt a Whole School Approach to Discipline, the subject teachers handle most of the

students’ behaviour problems in the classroom and will only refer the students with very severe

problems to school counsellor, the discipline team or other senior staff. The teachers continue to

maintain a very close working relationship with the discipline team about the development of the

cases to help the students adjust to school life.

A teacher is a person engaged in interactive behavior with one or more students for the

purpose of effecting a change in those students. The change, whether it is to be in knowledge

(cognitive), skill (psychomotor) or feeling states (affective), is intentional on the part of the

teacher (McNeil and Popham, 1973). This designation distinguishes the teacher from

instructional materials and other school personnel.

The essential task of the teacher is to arrange the conditions of the learner's environment

so that the processes of learning will be activated, supported, enhanced, and maintained

(Gagne,1976). Teacher personality is a crucial factor in arranging the conditions of the learner's

environment for effective teaching.

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Personality may be viewed as the dynamic organization of those traits and characteristic patterns

of behavior that are unique to the individual (Callahan, 1966). Some social psychologists take the

position that personality is purely a matter of social perception - that it is meaningless to speak of

anyone's personality apart from the particular people who interact with him, get impressions

about him, and use trait terms in describing him (Holt, 1971).

A trait is a simple behavioral pattern - a disposition or tendency to behave in a describable way.

According to Allport (1966), a trait (1) is more generalized than a habit, (2) is dynamic and

determinative in behavior, (3) may be viewed either in the light of the personality which contains

it, or in the light of its distribution in the population at large, and (4) cannot be proved

nonexistent by the sheer fact that some acts are inconsistent with it.

Research on teacher personality is based on the assumption that the teacher as a person is

a significant variable in the teaching-learning process. Personality influences the behavior of the

teacher in diverse ways, such as interaction with students, methods selected, and learning

experiences chosen(Murray, 1972).

The effective use of a teacher's personality is essential in conducting instructional activities.

Personality aids teaching, for communication takes place between the teacher and the learner

even in the absence of the spoken word (nonverbal communication). The teacher whose

personality helps create and maintain a classroom or learning environment in which students feel

comfortable and in which they are motivated to learn is said to have a desirable teaching

personality (Callahan, 1966).

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 Each individual has characteristic attributes of personality which influence both the

manner in which he behaves toward others and the ways in which they respond to him. The

teacher with pervasive authoritarian characteristics, for example, is likely to reflect them in his

relationships with students and in the techniques he uses in his instruction (Morrison and

Mclntyre, 1972.)

This study is set to investigate the effects of teacher’s personality on school discipline in

secondary schools. The importance of personality type and leadership behaviour among teachers

in school administration cannot be over looked given the background that it determines the

extent to which a school goal and objectives can be achieved. It must be noted that one cannot

talk about teachers’ personality without mentioning the leadership behaviour of teachers in

school discipline. Thus, the school teachers’ leadership behaviour and personality type

influences both the students and other teachers in term of school discipline.

A teacher is exposed to three types of leadership style: Authoritarian leadership style,

Democratic leadership style and lastly, the Laissez Faire leadership style (Falodun, 2003). The

leadership style adopted by the school teacher often determines the perception which the students

and other teachers will have about school discipline.

For instance, if a secondary school teacher adopts the authoritarian leadership style, this

will invariably influence the perception of the students that teachers are autocratic, rigid and

unforgiving. This will also make students to tag school discipline as harsh and unfriendly.

Olaleye (2008) contents that leadership behaviour of the school principal, either male or female

contributes to a range of perception which the students have about their teachers.

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 Research on personality type of school teachers has for long being of interest to

educational manager and evaluation experts. To some authorities, personality is important

because it directly affect the school learning culture; others have argued that the personality of

teachers usually enhance the school discipline. Adetona (2003) noted that the task of any school

teacher is to produce well educated boys and girls through effective teaching and discipline.

Personality type of a teacher often determines the leadership behaviour of such teacher in

effecting discipline in a classroom situation or within the school environment. School discipline

is associated with higher students’ motivation, good academic performance, and improved

attitudes of the students towards their teachers.

A significant challenge for secondary school teachers in Nigeria today is to identify the

students need and the type of leadership model to be employed in transforming the students. The

leadership model developed by Bass and Avolio (1997) identified three leadership behaviours.

First is the Transformational Leadership Behaviour and can be identified by certain behaviour

which includes inspirational motivation, intellectual stimulation, and individualized

consideration. Secondly, The Transactional Leadership behaviour which can also be identified

with exchange of rewards for meeting agreed upon objectives. This leadership behaviour

monitors the students to ensure mistakes are not made but allows group work among the

students. In this case, the female teachers intervene only when things go wrong. Thirdly, the

Non-Leadership Construct, popularly known as the Laissez Faire leadership behaviour where the

female teacher leaves the students to their own devices as well as giving them no direction.

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 Empirical research evidence shows that students’ perception of their school teacher’s

personality type emanates from the leadership model employed by the teacher. Again, students’

perception of their teacher’s personality, especially the female teachers is found to be a

stereotyped one (Adebowale, 2007). It follows that it is not only the personality and leadership

behaviour of the school teachers that form the perception of the students about school discipline

but also certain factors which include the societal view of discipline; the religious contention of

the role of discipline in learning; peer perception about school discipline and even, the values a

family holds about discipline.

This research will therefore investigate the effects of teachers’ personality on school

discipline. It also shows how students’ perceptions about schools discipline are formed; and the

adverse effect of these perceptions on the students’ academic performance.

1.2 Statement of the Problem

Teachers’ personality vis-à-vis school discipline has generated a lot of debate among

educational administrators, school managers and even among the teachers themselves. Some

scholars hold view that there is correlation between teachers’ personality and school discipline

but have not yet give empirical findings of how teachers’ personality affects school discipline.

1.3 Objectives of the Study

The purpose of this research work is to:

i. Find out the pattern of discipline among teachers in secondary school

ii. Discuss the concept of personality in relation to teachers’ traits

26
iii. Discuss the correlation between personality type and leadership behaviour of

teachers in secondary school

iv. Examine the effects of teachers’ personality on discipline in secondary school

27
1.4 Research Question

The researcher will answer the following questions:

i. Is there any difference between personality type and teachers’ leadership

behaviour?

ii. Is there any difference between teachers’ personality type and school discipline?

iii. Is there any difference between school discipline and students academic

performance?

iv. Is there any difference between personality type and leadership style of teachers

in secondary school?

1.5 Research Hypotheses

HO1 There is no significant difference between personality type and teachers’ leadership

behaviour.

HO2 There is no significant difference between teachers’ personality type and school discipline

HO3 There is no significant difference between school discipline and students academic

performance

HO4 There is no significant difference between personality type and leadership style of teachers

in secondary school

28
1.6 Significance of the Study

This study is important because:

i. it will provide valuable information on teachers’ personality and its effects on

school discipline

ii. It will enhance our knowledge of the correlation between personality type and

leadership behaviour of teachers in secondary schools

iii. It will serve as resource material for others who wants to carry out research in

related research areas.

1.7 Scope and Delimitation

This study centres on the effects of personality of the teacher on school discipline. It is aimed at

all secondary schools in Wukari Local Government Area of Taraba State but because of time,

money and other factors, it will be limited to only four schools Government Day Secondary

School, Kente, Yakasen Government Day Secondary School, Wukari, Government Girls

Secondary School, Wukari, and Government Seconday School, Gidan Idi in Wukari.

1.8. Methodology:

This study adopts the descriptive survey design. The population will consist of four

Senior Secondary Schools in Wukari Local Government Area of Taraba State. The sample for

the study means the portion of the population selected for the study. Random sampling technique

will be used for the study. Twenty five (25) students will be randomly selected from each of the

four selected schools in Wukari Local Government Area of Taraba State to make a total of one

29
hundred respondents (100). The research made use of a standardized questionnaire to data

collection for the study. 100 hundred copies of the questionnaire covering the population of the

study will be distributed to the 100 sampled students. A simple percentage statistical analysis

will be used to test the four hypotheses.

1.9 Definition of Terms

Student: Student is a person who is learning at secondary school

School: The school is a place where children or students go to be formally educated

Teacher: A teacher is a legal entity or an individual who is trained in the art and science of

teaching and has obtained an educational certificate for such purpose

Leadership: Leadership entails the set of characteristics that make a good leader

Personality: Refers to the dynamic organization of those traits and characteristic patterns of

behavior that are unique to the individual

Leadership Behaviour: Leadership behavior refers to how a leader structures the organization

which he/she leads using the leadership model that works.

30
 CHAPTER-II

INTRODUCTION

The role of teacher is very important because the main aim of the teacher is the character

building of the students through academics. Teachers have to activate the minds as well as the

body of our students.

2.1 Role Of Teacher Building

A teacher should not only be restricted to teaching which is written in the textbook but should try

to come up to the students' expectations for which education should not be confined to merely

delivering lectures, because it is another name for mental growth. A teacher should teach the

students to respect people, regardless of the social status—it is respect which returns you respect.

2.2 Role of teacher in character building

The purpose of the teacher is not to cram the student's head with facts but to prepare them for a

life of purity and sincerity. This total commitment to character-building is the highest goal of a

teacher. What is important is that the child be exposed to an education that predominantly

teaches values such as obedience, care, forgiveness, respect and truthfulness etc. Education

should

aim at the balanced growth of the total personality of a student through the training of his spirit,

intellect, his rational self, feelings and bodily senses. This can only be done by a teacher. He not

31
only caters the spiritual development of the student but is also responsible for the development of

the soul—the mind and body.

2.3 Role of teacher in character building

A teacher is also a guide to lead students to the righteous path. It is his duty to produce a

wholesome child who carries out his obligations as set out by the precepts of Islam. The teacher's

directive is to educate a child by giving him or her mannerisms and etiquette that will serve the

child and community, and ultimately make the child understand the purpose of his life and to

provide the child with knowledge that will equip him/her to pursue both worldly gains and most

importantly after-life gains. Such a child does not feel coerced, stifled or imprisoned but feels

motivated, free and eager. Knowledge without character = Incomplete Education. The teacher

can foster students desire, care about and act upon “the good”.

2.4 Role of Teacher in Character Building

teacher’s role is particularly important and has been compared with that of the prophets. Every

prophet is essentially a teacher. On more than one vision, Providence has changed the fate of

nations through effective and well directed teaching. This profession is so important and so

sacrosanct that the Holy Prophet (P.B.U.H) proudly declared it to be a prominent part of his

personality and prophet hood. If a teacher realizes the significance of his job, the tremendous

responsibility he is shouldering, the share he has in the future development of the nation, and

consequently the accountability he will have to lace in the Hereafter, he will at once shudder

with the idea of facing the grave consequences of any dereliction on his part.

32
Role of teacher in character building Teachers have to develop the personality of students. The

most important component of personality development of character is developing the spirit of

service. When an individual learns to invest one's surplus strength, knowledge and power to

serve other people, he or she becomes a person, develops a new energy resource, namely

character- energy. This is the third and highest human energy resource, over and above the first

tow. namely, physical energy and intellectual energy.

2.5 Role of a Teacher

The role of a teacher is to use classroom instruction and presentations to help students learn and

apply concepts such as math, English, and science. Teachers prepare lessons, grade papers,

manage the classroom, meet with parents, and work closely with school staff.

However, being a teacher is much more than just executing lesson plans. In today's world,

teaching is a multifaceted profession; teachers often carry the roles of a surrogate parent, class

disciplinarian, mentor, counselor, bookkeeper, role model, planner, and many other related roles.

Elementary school teachers play an important role in the development of students. What students

learn in their formativeyears can shape the men and women they will become.

2.6 The Third Parent

The role of a teacher is clearly more than just planning and executing lesson plans. In some

senses, because the teacher spends so much time with the students, she or he can become the

student's third parent. Teachers can be a constant positive role model for their students,

particularly for children that lack a solid family foundation.

33
Of course, the teacher's role as a semi-parent depends to a large extent on the age and grade of

the children they teach. The kindergarten teacher develops basic skills in her children that are

necessary to excel and progress to the next year, while a teacher in the intermediate grades

teaches specific information about a particular subject.

2.7 A Teacher's Role in Today's World

Teachers' roles today are considerably different than they used to be. Teachers were once issued

a specific curriculum to teach, and a set of instructions on how to teach it, using the same

methods for all students. In today's world, a teacher's role is quite multifaceted. Their job is to

counsel students, help them learn how to use their knowledge and integrate it into their lives so

they will become valuable members of society. Teachers are encouraged to adapt learning

methods to each individual student's learning, to challenge and inspire them to learn.

The modern teaching profession is also about taking on broader roles to promote education.

Teachers often:

 Work with politicians, colleagues, and community members to set clear and obtainable

standards for their students;

 Participate in the decision making that helps to deal with the problems that affect the

students' learning; and

 Mentor new teachers to prepare them to teach the youth of today.

34
2.8 Teachers Duties

 Planning lessons that teach specific subjects, such as math, science, and English;

 Teaching lessons in whole-group or small-group configurations;

 Assessing and evaluating student's abilities, strengths, and weaknesses;

 Preparing students for standardized tests;

 Communicating student progress to parents;

 Developing and enforcing classroom rules;

 Supervising children in extracurricular activities (such as lunch, playground);

 Conducting in-class activities; and

 Planning field trips.

2.9 Teacher Standards

In the United States, standards for teachers are set by state and federal law and supported by state

and national teacher organizations such as the National Education Association and the American

Federation of Teachers. In addition to regularly scheduled parent-teacher conferences and open-

houses, many schools have parent-teacher organizations, in which parents have an opportunity to

discuss their concerns about the roles of teachers in schools today.

35
 CHAPTER-III

TEACHER

A teacher or schoolteacher is a person who provides education for pupils and students. The role

of teacher is often formal and ongoing, carried out at a school or other place of formal education.

In many countries, a person who wishes to become a teacher must first obtain specified

professional qualifications or credentials from a university or college. These professional

qualifications may include the study of pedagogy, the science of teaching. Teachers, like other

professionals, may have to continue their education after they qualify, a process known as

continuing professional development. Teachers may use a lesson plan to facilitate student

learning, providing a course of study which is called the curriculum. A teacher's role may vary

among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or

vocational training, the arts, religion, civics, community roles, or life skills. A teacher who

facilitates education for an individual may also be described as a personal tutor, or, largely

historically, a governess. In some countries, formal education can take place through home

schooling. Informal learning may be assisted by a teacher occupying a transient or ongoing role,

such as a family member, or by anyone with knowledge or skills in the wider community setting.

The role of teacher is very important because the main aim of the teacher is the character

building of the students through academics. We, as teachers have to activate the minds as well as

the body of our students.

36
A teacher should not only be restricted to teaching which is written in the textbook but should try

to come up to the students' expectations for which education should not be confined to merely

delivering lectures, because it is another name for mental growth. A teacher should teach the

students to respect people, regardless of the social status—it is respect which returns you

respect.

The purpose of the teacher is not to cram the student's head with facts but to prepare them for a

life of purity and sincerity. This total commitment to character-building is the highest goal of a

teacher. What is important is that the child be exposed to an education that predominantly

teaches values such as obedience, care, forgiveness, respect and truthfulness etc.

Education should aim at the balanced growth of the total personality of a student through the

training of his spirit, intellect, his rational self, feelings and bodily senses. This can only be done

by a teacher. He not only caters the spiritual development of the student but is also

responsible for the development of the soul—the mind and body.

A teacher is also a guide to lead students to the righteous path. It is his duty to produce a

wholesome child who carries out his obligations as set out by the precepts of Islam. The teacher's

directive is to educate a child by giving him or her mannerisms and etiquette that will serve the

child and community, and ultimately make the child understand the purpose of his life and to

provide the child with knowledge that will equip him/her to pursue both worldly gains and most

importantly after-life gains. Such a child does not feel coerced, stifled or imprisoned but feels

motivated, free and eager. Knowledge without character = Incomplete Education. The teacher

can foster students desire, care about and act upon “the good”.

37
Through character education the teacher can inculcate core ethical values, such as caring,

honesty, fairness and responsibility, and respect for self and others. Character education strives

to develop students' intrinsic motivation and commitment to do what is right. Parents and

community members should be full partners in the character-building effort and have to play a

cardinal role in the building up of the character of the next generation. The teacher’s role is

particularly important and has been compared with that of the prophets. Every prophet is

essentially a teacher. On more than one vision, Providence has changed the fate of nations

through effective and well directed teaching. This profession is so important and so sacrosanct

that the Holy Prophet (P.B.U.H) proudly declared it to be a prominent part of his personality and

prophet hood. If a teacher realizes the significance of his job, the tremendous responsibility he is

shouldering, the share he has in the future development of the nation, and consequently the

accountability he will have to lace in the Hereafter, he will at once shudder with the idea of

facing the grave consequences of any dereliction on his part. Indeed it is an ideal teacher at the

climax of his performance that brings out a positive change in the overall behavior of his

students by leading them to a lofty character and to exemplary morals. While commenting on the

role of the Holy Prophet (P.B.U.H) as a teacher, Robert L. Gulick, writes: “Only the most

provincial concept of education would gainsay the legitimacy of placing Mohammad (P.B.U.H)

among the great educators of all times for, from the pragmatic standpoint, he who elevates

human behavior is a prince among educators.”

Teachers have to develop the personality of students. The most important component of

personality development of character is developing the spirit of service. When an individual

38
learns to invest one's surplus strength, knowledge and power to serve other people, he or she

becomes a person, develops a new energy resource, namely character- energy. This is the third

and highest human energy resource, over and above the first tow. namely, physical energy and

intellectual energy.

Whatever Pakistan will be in the next generation will depend upon what we do to our students

today in the classroom. The students must prepare themselves for future challenges, they should

not compromise on their identity wherever they go and whatever they do, they must exert to

protect their values.

A teacher above all should never forget his own impact on students' character development. He

can make a difference!

Let me end by giving some quotations on character and character building.

1. Watch your thoughts, they become words. Watch your words, they become actions,

Watch your actions, they become habits, watch your habits; they become character,

watch your character; it becomes your destiny, (unknown source)

2. Character is always lost when a high ideal is sacrificed on the altar of conformity and

popularity (unknown source)

3. Character is the foundation stone upon which one must build to win respect. Just as no

worthy building can be erected on a weak foundation, so no lasting reputation worthy of

respect can be built on a weak character. (R.C.Samsel)

4. The four cornerstones of character on which the structure of a nation is built are:

initiative, imagination, individuality and independence.

39
 5. Fame is a vapor, popularity an accident, and riches take wings. Only one thing endures

and that is character.

6. Character is made by many acts; it may be lost by a single one. (Unknown source)

7. Good character is like a rubber ball — thrown down hard- it bounces right back. Good

reputation is like a crystal ball — thrown fro gain-shattered and cracked. (A.L.Linall)

8. Character cannot be developed in ease and quiet. Only through experiences of trial and

suffering can the soul be strengthened, vision cleared, ambition inspired and success

achieved. (Helen Keller)

Addressing a training workshop titled “Insaniyt, Ikhliaqiyat and Shariyyat in Pakistan,”

representatives of civil society, educationalists and scholars said the role of teachers and students

was most important in promoting love, fraternity and resolving disputes in the society. The

training session was organized by the University of Balochistan in collaboration with the Higher

Education Commission. The speakers included Director Legislation, Parliament House Dr

Kashmir, Director Higher Education Commission Balochistan, Habibullah Nasir, Dean Social

Sciences Department, Balochistan University Professor Dr Abdul Ali Achakzai, Professor

Muhammad Hanif Barozai, Arbab Tahir, Advocate, Munir Hussein Khattak, Farkhanda Aslam,

Professor Saadat Baloch and others. The training session was attended by a large number of

teachers, students and members of civil society representatives.

Speaking on the occasion, Dr Kashif said character building of students could also ensure

significant change in the society. He said another training session for country’s vice chancellors

40
would be organized in Islamabad on November 20 after the conclusion of this two-day training

session of students of Balochistan University and Sardar Bahadur Khan Women University.

Highlighting the importance of training sessions, the speakers stressed such sessions were need

of the hour. They advocated the importance of cementing relations among government, state and

educational institutes adding that protection of human life is most important. They suggested

including human rights topics in curriculum. They said conflicts among students could only be

resolved by judicious approach. Society could be changed by understanding the basic role of the

womenfolk. The change could be started from own home, family and institutions.

3.1 Role of Teacher in Students Life, Classroom & Society

Teachers play a vital role in the education and also student’s life.

A person with proper vision, experience, and an education degree can enter the teaching

profession.

Teaching job is a more of a responsibility than a mere job.

It has an impact on the growth and well-being of the nation.

The teacher today is quite diverse than past and has an extensive role in almost every occupation.

In many cases of a successful student, there seems to be a good teacher. The relation in between

seems to be very harmonious with complete dedication and affection from the teacher

towards the student. This phenomenon had never been the other way.

41
3.2 Role of Teacher in Students Life

A teacher plays an important role after parents in molding the students. Students are to be

handled with affection and courtesy.

Students generally keep a watch on the teacher’s life. So, a teacher has to maintain a good set of

manners and try to be a role model.

This not only helps students adopt it but also improves their respect and regards to the teacher

Teachers should encourage student welfare program, sports, tutoring, etc. during regular school

days.

Even education trips are to be included in the school life of the children.

It is common that children try to imitate their teachers out of inspiration from them.

Hence, the teacher should try to balance his mindset by not showing fear, anxiety,

overexcitement. He must maintain his coolness and be of the composed mind.

The student’s point of view must always be considered once before teacher applies his

opinion on them.

In case, the parents of any students willing to meet, the teacher must be ready to listen and

cooperate with them.

This implies that one should play the role of a teacher with dedication, honesty, affection, and

patience.

The phrase “The relationship between a teacher and student should be like a fish and water

but not like a fish and fisherman.” is to be considered once by every teacher.

42
Give respect and take respect is a practice in the society… But in a student and teacher’s

relation, it changes to “give affection & attention and take respect and regards from the

student.”

3.4 Role of Teacher in Classroom

In the classroom, a teacher is like a parent to the student. He must try to see if the students are

fine, healthy and active.

1. An ideal teacher should be impartial, disciplined, not affected by respect, insult and at all

times be courteous.

2. The teaching should be done from the level (knowledge) of the learner. For this, the teacher

has to ascertain the knowledge of the students in the first few classes. Once, their information

levels are understood, the teaching of topics should start from their level. Then gradually upgrade

the students to a higher level of knowledge in the subject.

3. Teaching should also be done by reference to standard textbooks for each topic on the subject.

This helps the student get complete and reliable information. It is good to mention the name of

the textbook or reference at the beginning or end of the class.

Moreover, students should be encouraged to refer to those standard books. This will help them

gain more information and also enhance their comprehension and reading ability. Further, they

can score well on the exams due to more detailed information.

4. In the classroom, the teacher should provide proper encouragement for pupils. The children

must feel free to approach with any questions regarding the subject or career they have in their

mind.

43
5. Also, he should encourage the students to take notes in the class. This helps them improve

their writing skills, understand better and stay attentive in class.

6. A teacher has to use effective teaching strategies like the use of chalkboard, videos, pictures,

animations to impart the knowledge easily.

7. The knowledge has to be imparted to pupil within the short time, in a most understandable

way using effective teaching strategies like academic software. This is because the attention span

of students is for the first 10 to 15 minutes. If the topic is presented in an interesting manner,

the attention can last up to 30 to 45 min. Hence, teaching fast is better.

8. A teacher has to let the students understand the aspects

of career growth, scholarships available, prospects in a particular field, etc.

Further, he must make them aware of better universities and colleges around for higher

education. Many students do not know better options for future studies if they do not have

informed parents or friends who could guide them.

9. When a student has some problems in behavior or thought process. Then, the teacher’s role is

to help a student overcome the problem by showing special affection and attention on the

student.

10. A teacher can solve many of the problems of the student concerning his thoughts, behavior,

career, etc. Affection and kind words can bring better changes than harsh and rude behavior

towards the student.

44
3.5 Role of Teachers in Education

Education is necessary for politicians, businessmen, artists, farmers, religious patrons, students,

etc.

Some of the great teachers were the reason for the political and industrial revolutions around the

world. Their vision helped various societies to gain self-sufficiency and financial freedom.

Some of them helped in the spread of knowledge and establishment of good

educational institutes.

Education is vast, and it has grown to a large extent in the last century. Many fields related to

science, commerce, arts have expanded, and the area of study is huge. So considering these

developments, a teacher has to update himself on the better education of the student.

1. A teacher has to imbibe the education of his subject to a full extent possible to deliver when

needed.

2. He has to write books, articles, conduct seminars, etc. to publicize the knowledge needed to

the society.

3. The education system has to be designed and taught so that the learners can do some sort of

service to society after attaining it.

4. He should avoid creating confusion or misrepresenting of education to students and society.

5. Due to many courses available for study, there is also a good level of confusion among parents

and students to select the courses of study regarding job prospects and career aspirations. So he

should guide in such a way it is beneficial to the student on the long run without just thinking of

monetary gains to the school or education institute.

45
6. An ideal teacher has to set himself or herself as role models for upcoming teachers.

If you are new to teaching then through this guide on how to be an effective teacher.

As a final word, the career of teaching should not be taken up just for livelihood job but instead

for self-satisfaction and social development.

3.6 Role of Teacher in Student’s Personality Development

Education aims at the creation of a complete human being manifesting all the potentials. These

days we often observe that the ‘cognitive aspects of personality is more emphasized than the

affective aspect. These qualities develop in the context of the society one stays in. As we, today,

live in a rapidly changing and shrinking world and consequently it calls for teachers with a

broad, deep and thorough understanding of life. Students learn in many ways: the attitude of their

teachers to problems of life; their point of view and their methods of dose. So, teachers’

philosophy of life has an important bearing on the life of the student. It does not matter what

subject a teacher teaches, his general attitude impresses itself upon pupils, independent of the

subject matter.

A teacher is not simply an information monger, he goes beyond it. A teacher links his teaching

with the ultimate values of life. For example, we take the case of a teacher of psychology. He

goes beyond mere dates and facts and gives an insight in to the goals of life and society. He has

to strive to create in his pupils a desire to leave the world a better place than he found it. Hence, a

teacher is expected to combine within himself thoroughness of knowledge and mastery of

technique, together with a wholesome philosophy of life.

46
Therefore, a teacher develop the spirit of enquiry among his students, a spirit so closely linked

with the scientific spirit, which is the distinguishing feature of our age, knowledge full well that

in doing so he invites being questioned himself. Not only does he re-retrain himself continuously

in terms of subject matter, pedagogy, and educational technology, but he learns and enriches

himself through this new relationship with his students.

This is the era of ‘knowledge explosion’ as it is being observed that in this fast changing scenario

of world of work new knowledge is coming up IT based. It is manufactured, distributed, stored

and selectivity retrieved by mechanical methods which almost rival the marvels of human brain,

and work much faster. Thus, it is important to be mentioned here that it is not a matter

challenge to a teacher to teach in these trying conditions in our schools, colleges, and universities

because teacher impart the new knowledge to his pupils by utilizing available latest technology.

It works as an acid test of his success provided that he knows more than his pupils. Narrow-

minded outlook or limited knowledge on the part of a teacher can prove disastrous in his day-to-

day teaching. Either he shall be compelled to quit the profession, or to swell the ranks of

frustrated teachers. Therefore, a teacher has to go into the depths of the study of everyday life in

order to enable himself to do full justice towards his students.

It is undoubtedly fact that no one can be a teacher without knowing his subject. As we are aware

that a teacher should be a man of wide education and of good culture, it is because of the fact

that in order to be a good teacher, one must also be a good student. This is the best way of

improving one’s knowledge is by cultivating the habit of reading

47
As a matter of fact, teachers are the mediators between the system of education and the students.

The present brief writeup throws light on the significant role of teacher and institutions in the

development of student’s personality. Though, most of the studies in this field are concerned

with schools/colleges situation, hence, the results are applicable to teacher and students’ behavior

in general.

There are various psychological roles that are expected from a teacher in his life, for example,

role of a representative of society, helper in the learning process, parent substitute a referee etc.

In each situation role is a mixture of four considerations, the images projected by the children,

the expectations of the profession, the personal intent of the teacher and demands of the larger

community. It is often seen that maximum development of students’ potentialities is the aim of

any educational system. Teaching is expected to be creative for such development of the child.

However, there are many obstacles in the way of creative teaching. An enthusiastic teacher may

face many problems if he wants to make any change in traditional patterns of teaching. There are

many factors like attitude of the authority, teacher’s unwillingness to do extra efforts; absence of

creative potential in him may inhibit creative teaching.

Personal observations revealed the fact that significant role of some factors in teachers’ behavior

that affect student behavior not only in India but abroad too. Attitude of the teacher towards

teaching, organizational climate, teacher-student relationship, these are some important factors

which supports pat research evidences.

In the present writings, efforts are made to stimulate thinking regarding the practical application

of psychological principles in the field of education that may contribute in student’s personality

48
development. Training is an important aspect of Human Resources development and by training

students for better memorization, correct decision making and problem solving are some other

steps which may definitely help the students in developing their personalities. By making

strategies of a course/or program of study, students can be made aware about the present socio-

cultural trends in which they desire to work. The course in ‘knowledge of environment’ may also

be useful for this purpose as generally said that “the true education of the intellect can come only

through the development of body and mind with a corresponding awakening of the soul. They

constitute an indivisible whole. Man is neither mere intellect nor the gross animal body nor the

heart or soul alone. A proper and harmonious combination of the body, mind and soul is required

for making of the whole man.”

At last but not the least, some suggestions are proposed which may stimulate further thinking

regarding teachers’ responsibility in development of well integrated personalities among students

with particular reference to college and university students.

49
 CHAPTER-IV

THE RIGHT TEACHER CAN SHAPE TOMORROW

Go back to the time when you were a student and think which teacher made a lasting impression

on you? Was it the one who read out from the book in a monosyllabic tone? Or was it the one

who was animated and engaging, and showed how passionate she was about her subject?

Chances are that it was probably the latter, but being that teacher takes a lot of hard work and

experience.

A motivated teacher is very important to the classroom as they have a different approach to

teaching than others. They also motivate their students to learn in a fun and engaging manner.

Motivation is one of the strongest tools that keeps children positive through a long period of

time.

It involves working toward goals and tailoring activities to achieve this purpose. It helps in

driving creativity and curiosity among students. It is not just about getting the students motivated

at the moment, but it also involves developing their underlying goals and aspirations through

their academic journey. In this article let’s talk about the Importance Of Teacher In Students

Life!

Here are some effective ways in which you can motivate students and be the perfect teacher

for them! Read them below –

50
1. Encourage Students:

Students often look to teachers for approval and are more likely to be enthusiastic about learning

if they feel that their work is valued and recognized. Open communication and free thinking can

do wonders for the students and make them voice their opinions with confidence. A “good job”

can go a long way!

2. Make Learning Fun:

Teachers should always make their classes interesting and fun instead of explaining concepts

through lectures in a very technical fashion. Try including game-based learning and competitions

to get students more involved and alert at all times. This will definitely create interest among

students and give them an opportunity to interact with each other.

3. Draw Connections To Real Life:

While studying different subjects, students often wonder if they will ever make use of the

knowledge in real life? They generally believe that what they are learning is not important and

has no purpose. A good teacher should cite examples and demonstrate how the subject relates to

everyday life and how it can be used in the future.

4. Set Performance Goals:

Help students by setting small achievable goals and encourage them to complete their goals.

Design assignments that are challenging but according to the aptitude of the class.

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5. Change Scenery:

A classroom is definitely a great place for learning, but sitting at the desk all day and learning

can become a tedious affair for the students, as well as the teachers. Giving students a chance to

get out of the classroom and learn in a new environment gets them interested and motivated. You

would be surprised at the benefits of a new setting or open classroom!

6. Step Away From Textbooks:

Bringing in material that your students can connect with, and that matches their needs and

interests can improve the lesson output. Create activities and games to show them that you are

also prepared to put in a lot of effort that will help them to succeed.

7. Don’t Over-Correct:

Students shouldn’t be corrected repeatedly when they are speaking in front of the class. If they

are interrupted intermittently, they will lose their confidence. After they have completed, you

should motivate them and then point out the major mistakes they might have made. You can

always tell them that making mistakes is a natural part of learning and evolving.

8. Hand Over Some Control:

If the students take ownership of how the classroom activities are carried out, they will feel

happy and relaxed. Take an audit of your class, by asking students what they enjoy, what helps

them learn, what they’re excited about after class. After reviewing the answers, integrate their

ideas into the classroom sessions and witness the increase in student engagement.

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9. Track Improvement:

Always remind students that they have come a long way from where they started. Set short-term

goals, emphasize improvement, keep self-evaluation forms to fill out and compare throughout

the year. This helps them monitor their progress and acts as a confidence booster.

10. Allow Students To Work Together:

When students work together, they often try to solve problems while having fun! Collaboration

is a great teaching tool in itself. Teachers, however, to ensure that the groups are balanced and

fair so that some students aren’t doing more work than the others.

While a deep and broad knowledge of the subject is essential for being a good teacher, a lot also

depends on how the knowledge is passed on to the students. The focus should not be on learning

notes and securing marks but on a lucid understanding of the subject and holistic development of

the child. A teacher is a nurturer and her role goes beyond academics, she is responsible for

creating a love for life-long learning and advancement.

4.1 Roles of a Teacher in the Classroom

Teachers play vital roles in the lives of the students in their classrooms. Teachers are best known

for the role of educating the students that are placed in their care. Beyond that, teachers serve

many other roles in the classroom. Teachers set the tone of their classrooms, build a warm

environment, mentor and nurture students, become role models, and listen and look for signs of

trouble.

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4.2 Teaching Knowledge

The most common role a teacher plays in the classroom is to teach knowledge to children.

Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is

followed by the teacher so that throughout the year, all pertinent knowledge is dispensed to the

students. Teachers teach in many ways including lectures, small group activities and hands-on

learning activities.

4.3 Creating Classroom Environment

Teachers also play an important role in the classroom when it comes to the environment.

Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment,

students are more likely to be happy. An environment set by the teacher can be either positive or

negative. If students sense the teacher is angry, students may react negatively to that and

therefore learning can be impaired. Teachers are responsible for the social behavior in their

classrooms. This behavior is primarily a reflection of the teacher’s actions and the environment

she sets.

4.4 Role Modeling

Teachers typically do not think of themselves as role models, however, inadvertently they are.

Students spend a great deal of time with their teacher and therefore, the teacher becomes a role

model to them. This can be a positive or negative effect depending on the teacher. Teachers are

there not only to teach the children, but also to love and care for them. Teachers are typically

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highly respected by people in the community and therefore become a role model to students and

parents.

4.5 Mentoring

Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can

have positive or negative effects on children. Mentoring is a way a teacher encourages students

to strive to be the best they can. This also includes encouraging students to enjoy learning. Part

of mentoring consists of listening to students. By taking time to listen to what students say,

teachers impart to students a sense of ownership in the classroom. This helps build their

confidence and helps them want to be successful.

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 CHAPTER-IV

The student teacher establishes a routine that students understand and respect. Activities reflect

careful thought, take into account student developmental levels, learning styles and diversity, and

create situations in which students construct knowledge. The student teacher exhibits respect and

consideration toward colleagues, particularly in team situations, supports colleagues' work and

contributes an equal share to team efforts, The student teacher encourages and elicits interaction

with parents and community and makes herself available to those constituencies when and where

appropriate. She clearly demonstrates leadership in the classroom, guiding and directing

activities and interaction in ways that contribute to a positive and safe learning environment. The

student teacher exhibits a clear sensitivity to issues of diversity, particularly regarding race, class

and gender, in her interactions with students, colleagues, and community. The standard is met if

the student teacher consistently models appropriate decorum and exercises control without

intimidation or domination, promoting a genuinely democratically-based classroomWhile

teachers focus much of their energy in planning, grading and the real-time act of teaching, we

can't take for granted the underemphasized -- the ever present givens so rarely recorded. One

such given -- taken for granted by teacher and student but obvious to a guest -- is classroom

community. Without building community, a classroom is a series of distinct voices all too often

out of harmony. But a true classroom community is a safe, democratic space in which students

not only share knowledge with one another, but actively construct knowledge with one another.

Such a classroom must be safe, it must be teacher facilitated, and it must be respectful. But I've

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found that these rules, rather than emerging as obvious consequences, often are more effective

when they exist as vague boundaries -- as the limits against which the known is...

5.1 Roles and Responsibilities of a Teacher

(fig 1) based upon the teaching and learning cycle as cited by (Gravells & Simpson, 2010) The

roles of a teacher can be mapped closely to the teaching and learning cycle (Gravells & Simpson,

2010)and in each stage the roles are quite distinct but the overall objective of a teacher is to

ensure the learner gains qualifications at a pace and learning style that is favourable to their

needs. This should be achieved by abiding by the guidelines of the awarding body whilst

allowing the learners to gain knowledge and skills that are invaluable for future life.

Some of the more common roles I conduct are planning the session delivery based upon the

results of the initial diagnostic tools that we use and also the criteria set down by the program

coordinator. My responsibilities in this phase are such as; prior to each teaching session I ensure

that I am competent and knowledgeable enough to deliver the subject. I ensure that the lesson

plan is linked to the scheme of work and differentiation should be implemented within. It is an

essential part of planning to evaluate students learning, this is to ensure learning has taken place

and to also highlight changes or adaptation to own delivery style. Another responsibility is to

recognise the differences in learning styles and be prepared to alter their teaching to cater for the

differences. There is a suggestion that ‘Sensory preferences influence the ways in which students

learn - perceptual preferences affect more than 70% of school aged children’ (Dunn, Beaudry

and Klavas 1989 pg 52) and this means that I have to plan my session so as to attempt to

57
stimulate all the senses within my learners. To ensure that I plan the session delivery based upon

this principal and use the information gained in the initial assessment, I can identify a learner’s

particular learning style based upon the VARK principles (Gravells, 2014).

5.2 VISUAL

Another role that I conduct is that of assessor where I ensure that the learner is assessed in a way

that is fair whilst also meeting the awarding organisations criteria. When meeting with a student

for the first time we can establish what their concerns and apprehensions are and identify the

types of additional support they may need (this could be social or learning needs). This is done

with the use of the initial assessment but also with the use of an initial interview with the

learning co-ordinator.

These findings then enable the teacher to plan around any identified needs; this can be managed

by ongoing reviews and evaluations. We can also determine whether they have any learning

difficulties or sensory impairments (e.g. dyslexia, dysphasia, visual or hearing impairments.)

This is identified through an interview with the student followed by an initial assessment that

gives an overall picture of where the student is in the specific subject.

Agnostic testing (Petty, 2009) gives an insight into a learner's understanding of basic skills, and

is used to allow the teacher to target the areas of difficulty for the student. Another issue we

should take into account is the cultural or religious needs of the student. This could allow pre

planning of a timetable for the student being able to take into account specific prayer time etc.

58
(b) Analyse the relationships and boundaries between the teaching role and other professional

roles. Professionalism requires teachers to maintain appropriate standards and fulfill our

responsibilities to learners, institutions and colleagues; this is achieved by setting professional

and personal boundaries, which will enable teachers to be clear about what their limits are and

what their professional role involves....

Cited: Avis, J., Fisher, R., & Thompson, R. (2010). Teaching in Lifelong Learning: A Guide to

Theory and Practice. Maidenhead: Open University Press.

Gov.uk. (2014). Department of Education. Retrieved July 30th, 2014, from www.Gov.uk:

https://www.gov.uk/government/organisations/department-for-education

Gov.uk. (2014). Equality Act 2010. Retrieved August 1st, 2014, from www.Gov.uk:

http://www.legislation.gov.uk/ukpga/2010/15/contents

Gravells, A. (2014). Achieving your Assesment & Quality Assurance Units (TAQA) (2nd ed.).

London: Learning Matters.

Gravells, A., & Simpson, S. (2010). Planning and Enabling Learning:in the Lifelong Learning

Sector (2nd ed.). Exeter: Learning Matters.

Petty, G. (2009). Teaching Today: A Practical Guide (4th ed.). Cheltenham: Nelson Thornes Ltd.

Reece, I., & Walker, S. (2007). Teaching, training & learning:A practical guide (6th ed.). Tyne

and Wear: Business Education Publishers Limited.

The Institute for Learning. (2013). View the code of professional practice. Retrieved July 30th,

59
2014, from The Institute for Learning: https://www.ifl.ac.uk/membership/ifl-code-of-

professional-practice/view-the-code-of-professional-practice/

Wilson, L. (2009). Practical Teaching: A Guide to PTLLS & DTLLS. Andover: Melody Dawes.

5.3 Objectives

 To study the role of values in character building of teachers and how it contributes to

 career development.

 To Trace out the value pattern in teacher between male and female gender concept.

 To find out 10 selected values of education in evalution process compelled by state

 Govt. of Maharashtra amongst the teacher.

 To analyze the vision impact with regards to social life values of teacher co related to

 society.

5.5 Research Methodology:-

Research Method:- The methodology used for this research is empirical , the tests of

value inventory are conducted through Survey method and also the secondary data

views on teacher is collected through his two books.

Scope:- is limited to the Educator or Student in Diploma in teacher Education of RCP

Junior Collage of Education,

Sample size :- 100 students of B.ed.

Tools:- Teacher’s Value Inventory standardized testquestionnaire.

Data Analysis :- The data collected is analysed through-

1] TVI Analysis of student.

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2] Analysis to differentiate means score of gender which is found by TVI.

3] Statistic use for analysis the data which is collect by TVI is Mean,Standard deviation Z

score, T Score and Percentage.

5.6 Role of Teachers in Education

Education is necessary for politicians, businessmen, artists, farmers, religious patrons, students,

etc.

Some of the great teachers were the reason for the political and industrial revolutions around the

world. Their vision helped various societies to gain self-sufficiency and financial freedom.

Some of them helped in the spread of knowledge and establishment of good

educational institutes.

Education is vast, and it has grown to a large extent in the last century. Many fields related to

science, commerce, arts have expanded, and the area of study is huge. So considering these

developments, a teacher has to update himself on the better education of the student.

1. A teacher has to imbibe the education of his subject to a full extent possible to deliver when

needed.

2. He has to write books, articles, conduct seminars, etc. to publicize the knowledge needed to

the society.

3. The education system has to be designed and taught so that the learners can do some sort of

service to society after attaining it.

4. He should avoid creating confusion or misrepresenting of education to students and society.

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5. Due to many courses available for study, there is also a good level of confusion among parents

and students to select the courses of study regarding job prospects and career aspirations. So he

should guide in such a way it is beneficial to the student on the long run without just thinking of

monetary gains to the school or education institute.

6. An ideal teacher has to set himself or herself as role models for upcoming teachers.

If you are new to teaching then through this guide on how to be an effective teacher.

As a final word, the career of teaching should not be taken up just for livelihood job but instead

for self-satisfaction and social development.

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 Conclusion

Instructional strategies like the Core Six give teachers proven and practical ways to respond to

the rigorous demands of the Common Core. When used well, they also incite students' thinking,

turn the process of learning into an active quest, and build the skills students need to be ready for

college and careers.

The Core Six also increase schools' capacity as professional learning communities. In high-

functioning professional learning communities, educators learn together, share their best ideas

with one another, and help every member improve. All of these collaborative learning activities

are predicated on a common language. The Core Six are a foundation for that common language.

When teachers learn a manageable number of strategies, and when these strategies are commonly

named and defined, teachers can have substantive conversations just by comparing notes. From

there, the conversation grows and takes on nuance: What happened when you used Reading for

Meaning with a primary document? With a word problem? With a website? How did students

respond? Let's look at some of the student work we got when we used this strategy. How did the

strategy help students meet Common Core State Standards? What do students still seem to be

struggling with? How can we get better results next time?

Student moral development is both implicit and inevitable in standard educational practice. The

challenge facing teachers and teacher educators is whether to allow moral formation to occur

opportunistically, letting students learn what they will, for good or bad, come what may; or

whether to foster an intentional, transparent and deliberative approach that takes seriously the

moral dimensions of teaching and schooling. Two teacher education strategies were proposed.

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The minimalist strategy requires teacher educators to make explicit the hidden moral education

curriculum, and to encourage preservice teachers to see the moral character outcomes that are

immanent to best practice instruction. The maximalist strategy requires that preservice teachers

come to learn a tool kit of pedagogical skills that targets moral character education as an explicit

curricular goal. It is important to know that when teachers are intentional and wise in praxis,

they provide students with a deliberative, positive influence on their character.

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 REFERENCES

Adenekan, B. (2007) Leadership and Performance Beyond Expectations. Ilorin, Kwara State.

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Beck, W.R. “Pupils' Perceptions of Teacher Merit : A Factor Analysis of Five

Postulated Dimensions.” Journal of Educational Research, 1967, 61, 127-128.

Callahan, S.G. Successful Teaching in Secondary Schools. Glenview, 111.:

Scott, 1966.

Coats, W.D. Student Perceptions of Teacher: A Factor Analytic Study. Paper

presented the American Educational Research Association convention, 1970.

Falodun, S.A (2003) The Classroom Interaction between Pupil-Teacher: A Determinant of

Academic Performance.

Federal Ministry of Education (2004). National Policy on Education.

G. Lindzey et al (Eds.), Theories of Personality: Primary Sources and Research, 2nd

ed. New York : Wiley, 1973.

Oladipo, S. A. (2001) Learning from Teaching: A functional Approach.

Ibadan: Joytal Printing Press.

Olaleye, f. O. (2001) Gender Factors in School Administration. Unpublished

PhD Thesis. Obafemi Awolowo University.

Osokoya, O. (2008) History and Policy of Nigerian Education In World

Perspective. Ibadan: Amo Publishers.

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